Journal of Education and Learning Reviews
https://so19.tci-thaijo.org/index.php/JELS
<p><strong>Journal of Education and Learning Reviews</strong></p> <p><strong>ISSN 3057-0387 (Online)</strong></p> <p><strong>Crossref Member name: Dr. Ken Institute of Academic Development and Promotion<br />DOI prefix (Crossref): 10.60027</strong></p> <p><a href="https://portal.issn.org/resource/ISSN/3057-0387" target="_blank" rel="noopener"><strong><img src="https://so19.tci-thaijo.org/public/site/images/drkeninstitute/mceclip3.png" /></strong></a></p> <p><strong><a href="https://search.crossref.org/search/works?q=Journal+of+Education+and+Learning+Reviews+10.60027%2Fjelr.&from_ui=yes" target="_blank" rel="noopener"><img src="https://so19.tci-thaijo.org/public/site/images/drkeninstitute/mceclip2.png" width="288" height="86" /></a></strong></p> <p><strong><a href="https://search.yahoo.com/search;_ylt=AwrjJkSLuQ1nbQIAgj5XNyoA;_ylc=X1MDMjc2NjY3OQRfcgMyBGZyMgNzYi10b3AEZ3ByaWQDcGZSdHFYQ0hRdXluT0NZN1dpX0JtQQRuX3JzbHQDMARuX3N1Z2cDMARvcmlnaW4Dc2VhcmNoLnlhaG9vLmNvbQRwb3MDMARwcXN0cgMEcHFzdHJsAzAEcXN0cmwDMjIEcXVlcnkDUmVzZWFyY2hHYXRlJTIwMzA1Ny0wMzg3BHRfc3RtcAMxNzI4OTUyNzgz?p=ResearchGate+3057-0387&fr2=sb-top" target="_blank" rel="noopener"><img src="https://so19.tci-thaijo.org/public/site/images/drkeninstitute/blobid1.png" alt="ResearchGate - find and share research – Telegraph" /></a></strong></p> <p><strong><a href="https://www.semanticscholar.org/search?q=%22Journal%20of%20Education%20and%20Learning%20Reviews%22&sort=relevance" target="_blank" rel="noopener"><img src="https://so07.tci-thaijo.org/public/site/images/dr.keninstitute@gmail.com/blobid0-fb48de0b973f3100ad207b74b43067f8.png" alt="Semantic Scholar | Frequently Asked Questions" width="346" height="62" /></a></strong></p> <h1><a href="https://docs.google.com/document/d/1Iq97FmQkaGOzJzXTsxJifq00vBXdIYxRK2zTn828KKM/edit#heading=h.tzb9xiqmpay7" target="_blank" rel="noopener">ThaiJO User Manual</a> </h1> <h3> </h3> <p><strong>About Journal</strong></p> <p>The DR.KEN Institute of Academic Development and Promotion publishes the double-blind, peer-reviewed, international, open-access Journal of Education and Learning Reviews (JELR). By disseminating exceptional research findings, specialized knowledge, and expert discussions on topics that represent the diversity of the Education and Learning field, it seeks to advance excellence. The journal publishes articles on a wide range of educational subjects.</p> <p><strong>Publishing Policy - Aims and Scope</strong></p> <p>The Journal of Education and Learning Reviews publishes scholarly, research, and/or review articles. This journal covered;</p> <p><strong>Education;</strong></p> <p>- Education Administration</p> <p>- <span style="font-size: 0.875rem;">Adult and Higher Education</span></p> <p>- Secondary and Higher Education</p> <p>- Special Education</p> <p>- Applied Linguistics or language education</p> <p>- Educational Theory</p> <p>- Education Research and Methodologies.</p> <p>- Research on Language Instruction</p> <p>- Educational Philosophies</p> <p>- STEM Education</p> <p>- Instructional Technology</p> <p>- Technology Education</p> <p>- Other Educational Fields</p> <p><strong>Learning;</strong></p> <p>- Teacher Preparation</p> <p>- Teaching and Learning,</p> <p>- Inquiry-based Learning</p> <p>- Project-based Learning,</p> <p>- Problem-based Learning</p> <p>- Simulation-based Learning,</p> <p>- Child Development</p> <p>- Curriculum</p> <p>- Reading Comprehension</p> <p>- Other Learning Fields</p> <p><strong>Type of Articles</strong></p> <p><span style="font-size: 0.875rem;">1. A Research Article is a report of the results of a systematic study, research, or development.</span></p> <p><span style="font-size: 0.875rem;">2. An Academic Article is a work of writing an interesting topic in which the author presents new knowledge by using theories, concepts, and related research results as information sources.</span></p> <p><span style="font-size: 0.875rem;">3. Review Article is an article that combines theories, concepts, and research results on many subjects, the author will synthesize the literature to compile it into a conclusion or argument on a particular matter, which is a review of the academic progress of that matter.</span></p> <p><strong>Guidelines on AI-Generated Content </strong></p> <p>JELR acknowledges the potential of artificial intelligence (AI) to generate valuable information for articles submitted to the journal for prospective publication. The magazine does, however, recognize the need to ensure that AI-generated content is managed appropriately and morally.<br />This policy describes the journal's guidelines for using AI-generated content in published articles.<br />1. Definition of AI-generated content<br />For the purposes of this policy, any content created or substantially modified by an AI system is referred to as AI-generated content. This includes both work created wholly by an AI system and content created by a human author that has undergone substantial AI system modification.<br />2. Principles<br />JELR will only publish AI-generated content that complies with the following rules:<br />* The AI system that produced the content cannot be recognized as one of the authors when it is submitted for potential publication.<br />* A detailed explanation of the AI system that produced the information must be included in the article.<br />* The human author of the article must be credited.<br />* AI-generated content ought to be original and plagiarism-free.<br />* AI-generated content must be reliable and accurate.<br />* The content produced by AI must not mislead or deceive readers.<br />3. Procedure<br />Authors who wish to submit articles with AI-generated content must provide JELR with the following information:<br />* A detailed description of the AI algorithm that generated the content.<br />* A copy of the original input data used to generate the content.<br />* A copy of the AI-generated content.<br />* A statement acknowledging the human author's contribution to the work.<br />JELR will evaluate the AI-generated content and decide if it is suitable for publication.<br />4. Enforcement<br />JELR reserves the right to reject or retract any article that does not comply with this policy.</p> <p> </p> <p><strong>Article Retraction Policy</strong> <br />An article that has previously been published gets retracted when it is taken out of a journal. The editor and/or editorial board of the journal may decide on this. Small editorial mistakes don't lead to retractions. In this instance, an article would be updated. Retractions reveal more significant problems with a piece of writing. Retractions may occur because of<br />- Errors in the research<br />- Issues with the reproducibility of the research<br />- Plagiarism<br />- Falsification of data or results<br />- Fabrication of data or results<br />- Copyright infringement<br />- Failure to disclose a conflict of interest<br />- No institutional review board approval for research on human subjects or animals</p> <p> </p> <p><strong>Publication Frequency</strong></p> <p>Release schedule of six issues per year:</p> <ul> <li>Issue 1 January – February</li> <li>Issue 2 March – April</li> <li>Issue 3 May-June</li> <li>Issue 4 July-August</li> <li>Issue 5 September – October</li> <li>Issue 6 November– December</li> </ul> <p> </p> <p><strong>Ownership and Management</strong></p> <p>DR.KEN Institute of Academic Development and Promotion.<br />No. 139/26 Theenanon, Talad Sub-district, Mueang Mahasarakham District, <br />Mahasarakham Province, Thailand, 44000 <br />Tel: +6681-741-3978, +66946398978<br />Email: dr.keninstitute@gmail.com <br />Facebook: <a href="https://web.facebook.com/Kenaphoom/" target="_blank" rel="noopener">https://web.facebook.com/Kenaphoom/</a><br />Website: <a href="https://drkeninstitute.or.th/home" target="_blank" rel="noopener">https://drkeninstitute.or.th/home</a></p>DR.KEN Institute of Academic Development and Promotionen-USJournal of Education and Learning Reviews3057-0387<p>Copyright on any article in the Journal of Education and Learning Reviews is retained by the author(s) under the <a href="http://creativecommons.org/licenses/by-nc-nd/4.0/">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>. Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business.</p> <p><img src="https://so07.tci-thaijo.org/public/site/images/dr.keninstitute@gmail.com/mceclip0-8f90c14cdbab0a55c4f2ebf3386e1494.png" /></p>Unveiling the GAIS Constructs: A Qualitative Investigation into the Real-World Manifestations of Effective Generative AI Integration in Scholarly Works
https://so19.tci-thaijo.org/index.php/JELS/article/view/2031
<p>Background and Aim: The integration of Generative AI (GenAI) in scholarly works presents transformative opportunities alongside ethical, cognitive, and institutional challenges. This qualitative study investigates the real-world manifestations of effective Generative AI adoption through the Generative AI Integration in Scholarly Works (GAIS) framework, aiming to explore how scholars operationalize AI tools while addressing critical concerns such as ethical integrity, equity, and governance.</p> <p>Materials and Methods: Adopting an interpretivist paradigm, the study conducted focus group discussions involving 15 scholars drawn from two graduate institutions. Data were analyzed using thematic analysis to identify key dimensions of Generative AI integration in scholarly works.</p> <p>Results: Six central themes emerged: (1) Productivity and Creativity (efficiency vs. over-reliance risks); (2) Ethical Integrity (transparency, plagiarism, authorship); (3) Equity (access disparities, algorithmic bias); (4) Personalized Learning (adaptive knowledge scaffolding); (5) Cognitive Trade-offs (efficiency vs. critical thinking erosion); and (6) Institutional Governance (policy gaps in privacy and oversight). Findings highlight Generative AI’s potential to augment scholarship but reveal tensions in ethical accountability, access inequality, and academic self-efficacy.</p> <p>Conclusion: Significant access disparities persist, intensifying academic inequities. While Generative AI aids personalized learning and knowledge construction, its over-reliance risks diminishing critical thinking and self-efficacy. Institutional governance remains inconsistent, highlighting an urgent need for clear policies, structured oversight, and inclusive training. Practical recommendations include (a) institutional policies on Generative AI ethics, (b) cross-disciplinary Generative AI literacy programs, and (c) inclusive governance models. Future research should pursue longitudinal studies on GAIS evolution and broader stakeholder engagement to ensure equitable and sustainable AI adoption in scholarly works.</p>Precious V. GitalanJulie Mar Regis
Copyright (c) 2025 Journal of Education and Learning Reviews
https://creativecommons.org/licenses/by-nc-nd/4.0
2025-07-202025-07-202511610.60027/jelr.2025.2031The Mediating Role of English Achievement in the Relationship Between Science and Mathematics Achievement Among Grade 10 Students
https://so19.tci-thaijo.org/index.php/JELS/article/view/2072
<p>Background and Aim: Filipino Grade 10 students earn strong school-assigned grades yet continue to post some of the lowest mathematics scores worldwide. Because language proficiency may channel subject-matter knowledge into quantitative success, this study examined whether English achievement, operationalized as the final English subject grade, mediated the relationship between Science and Mathematics performance in a Philippine public high school.</p> <p>Materials and Methods: Archival final grades for Science (X), English (M), and Mathematics (Y) were retrieved for 251 Grade 10 students enrolled in a Philippine public high school. Descriptive statistics and Pearson correlations were calculated in Jamovi. A single-mediator path model was estimated via ordinary-least-squares regression with bias-corrected bootstrapping (5,000 resamples) to obtain indirect (a × b), direct (c′), and total (c) effects.</p> <p>Results: Mean grades were high (Science M = 89.8, SD = 4.6; English M = 89.1, SD = 4.6; Mathematics M = 88.5, SD = 4.4). Significant positive correlations emerged among all subjects (Science–English r = .694; Science–Math r = .514; English–Math r = .546; all p < .001). Path a (X → M) was significant (b = .616, SE = .052, p < .001), as was path b (M → Y; b = .574, SE = .135, p < .001). The indirect effect of Science on Mathematics through English was significant (b = .353, 95% CI [.18, .35]), while the direct effect remained significant (c′ = .144, SE = .056, p = .010), indicating partial mediation.</p> <p>Conclusion: English achievement, measured via the dedicated English-subject grade, partially explained the Science–Mathematics linkage. This suggests that integrating language support into STEM curricula may yield measurable gains, especially in linguistically diverse settings such as the Philippines. Strengthening language proficiency within science instruction may therefore enhance mathematics outcomes at this pivotal stage of secondary education.</p>Hanifah E. DalumaAniceto B. Naval
Copyright (c) 2025 Journal of Education and Learning Reviews
https://creativecommons.org/licenses/by-nc-nd/4.0
2025-07-212025-07-2125172610.60027/jelr.2025.2072 Transformational Leadership Skills for Executives in the Digital Age, China Polytechnic College
https://so19.tci-thaijo.org/index.php/JELS/article/view/931
<p>Background and Aim: In the rapidly advancing digital era, traditional leadership models often fall short of addressing the dynamic needs of educational institutions. This study investigates the transformational leadership competencies required by executives at China Polytechnic College to effectively navigate technological advancements and foster innovative learning environments. Emphasizing technological proficiency, strategic vision, emotional intelligence, and inspirational leadership, the research examines how these skills influence institutional performance, innovation, and digital transformation.</p> <p>Materials and Methods: A mixed-methods approach was employed, integrating quantitative and qualitative methodologies to comprehensively assess leadership competencies. Participants: The sample included 100 school executives, stratified by academic discipline, encompassing department heads, deans, and administrative leaders. Data Collection: Quantitative data were collected through validated questionnaires measuring transformational leadership dimensions such as idealized influence, inspirational motivation, intellectual stimulation, individual consideration, and digital vision. Qualitative insights were gathered through semi-structured interviews with 20 executives, focusing on their experiences in adapting to digital age challenges.</p> <p>Data Analysis: Quantitative data were analyzed using descriptive statistics and inferential tests (e.g., ANOVA), while qualitative data were thematically analyzed to identify key leadership practices and challenges.</p> <p>Results: The study yielded several significant findings: (1) Competency Levels: Executives demonstrated high overall transformational leadership competency (mean score: 4.2/5), with intellectual stimulation receiving the highest rating (4.5) and individual consideration the lowest (3.8). (2) Impact on Institutional Performance: A significant positive correlation (r = 0.68, p < 0.01) was observed between transformational leadership skills and institutional performance indicators, including enhanced student satisfaction and faculty engagement.</p> <p>Qualitative Insights: Themes from interviews highlighted adaptability, collaborative leadership, and the critical need for ongoing professional development in digital skills as pivotal for driving institutional success.</p> <p>Conclusion: This research underscores the indispensable role of transformational leadership in meeting the demands of the digital age within educational institutions. While executives at China Polytechnic College exhibit strong leadership capabilities, targeted improvements in personalized mentoring and individual consideration are necessary to maximize effectiveness. These findings inform leadership development programs aimed at equipping educational leaders with the adaptive and innovative skills essential for navigating a rapidly evolving educational landscape. As technology reshapes the future of education, fostering resilient and forward-thinking leadership will remain critical for institutional success.</p>Ntapat WorapongpatSamrit Kangpheng
Copyright (c) 2025 Journal of Education and Learning Reviews
https://creativecommons.org/licenses/by-nc-nd/4.0
2025-07-212025-07-2125274410.60027/jelr.2025.931Agile Leadership in Thai Higher Education: Developing Administrators for the Digital Education Era
https://so19.tci-thaijo.org/index.php/JELS/article/view/1953
<p>Background and Aim: This research investigated the nature of agile leadership within Rajamangala University of Technology (RMUT) administration, aiming to define its characteristics and components, and to propose development guidelines aligned with Thailand’s Higher Education Qualification Framework (TQF: HEEd) for the digital education era.</p> <p>Materials and Methods: A comprehensive mixed-methods research design was employed. The study involved 599 personnel from nine RMUT institutions, specifically 27 administrators and 572 faculty and staff, selected using multi-stage sampling. Primary data collection tools included questionnaires, in-depth interviews, and focus group discussions. Quantitative data underwent exploratory factor analysis, while qualitative data was analyzed using descriptive content analysis. Findings were robustly validated through data triangulation and expert focus group discussions.</p> <p>Results: The findings revealed that agile leadership is underpinned by three key characteristics: personal attributes, holistic organizational development, and the promotion of agile personnel potential. Furthermore, nine distinct components, encompassing 90 specific indicators, were identified. These components range from “Powerful Influence and Charisma” to “Digital Skills and Competency Development” and “Embracing New Perspectives and Lifelong Learning.” Practical development guidelines were formulated, proposing six key methods including self-directed learning, AI-assisted learning, and coaching. Critically, an effective development process was established using the PIERI framework: Planning, Implementation, Evaluation, Reflection, and Improvement.</p> <p>Conclusion: This research provides a clear delineation of agile leadership, identifying its fundamental characteristics and detailed components. The proposed development guidelines, featuring diverse methods and a structured PIERI framework, offer a vital roadmap. These findings are intended to be integrated into annual policies and action plans, significantly enhancing RMUT administrators’ agile and adaptive leadership competencies. Ultimately, this will drive institutional excellence and ensure alignment with Thailand’s Higher Education Qualification framework (TQF: HEEd) in the dynamic digital landscape.</p>Phongsak PhakamachPinya SukwiphatPrangthip Soeykrathoke
Copyright (c) 2025 Journal of Education and Learning Reviews
https://creativecommons.org/licenses/by-nc-nd/4.0
2025-07-212025-07-2125456410.60027/jelr.2025.1953